Standard Title

Standard(s)

Topic(s)

I

ESS2-5

Introduction to Earth Science

II

3a, 3b, ESS2-1, 3, ESS1-5

Plate Tectonics/Plate Boundaries

III

9a, 9b, 9c, ESS3-1, 2, 3

CA Resources/Hazards

IV

8a-c,  ESS2-7, ESS3-5

Atmospheric Structure, Evolution, And Human Impacts

V

5a–d, 6a–d,

ESS2-4, ESS3-5

Climate

VI

7a–c, ESS2-6, ESS2-2

Carbon/Nitrogen Cycles

VII

1a-1f, ESS1-1, ESS1-4, ESS1-6

Solar System

VIII

2a-d, 2g, ESS1-1, 2, 3

Stars/Galaxies

P

Critical Thinking

Investigation/Experimentation, Lab Reports, Discussion

Class Preparedness

Participation, DR, Homework, Materials, Attendance

I. Introduction to Earth Science

What is Earth Science?  What do Earth Scientists Do?

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·          Evaluate how a rock can sink in a beaker of fresh water and float in a beaker of salt water or why an ice cube floats in liquid water.

·         Investigate and explain what happened to NASA’s Climate Orbiter in 1999 discussing the metric system.

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Accurately use scientific practices, the metric system, metric conversion and scientific notation to explore the nature of Earth Science.

b)      Accurately measure and calculate length, volume, mass, and density using materials from the Earth’s four major spheres (hydrosphere, atmosphere, geosphere, and biosphere).  (ESS2-5)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o   hydrosphere, atmosphere, geosphere, biosphere

o   matter

o length

o   mass

o   volume

o   density

o   hypothesis

o   prediction

o   experiment

o   investigation

o   inference

o   data

o   observation

o   evidence

o   conclusion

o   scientific theory

o   scientific law

o   the scientific practices used by Earth scientists (asking questions/defining problems, developing/using models, doing investigations, analyzing data, using mathematics/computation, constructing explanations/solutions, engaging in argument from evidence, collaborating, evaluating/communicating information)

o   what types of matter are part of the hydrosphere, atmosphere, geosphere, and biosphere

o   which lab equipment and units are used to measure length, mass and volume

o   atomic structure and use of the periodic table

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

II. Dynamic Earth Processes (3a, 3b) (ESS2-1, ESS2-3, ESS1-5)

PLATE TECTONICS and PLATE BOUNDARIES

Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth’s surface.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·          Predict in detail how our Earth’s continents and oceans might be in the future.  (Discuss where they would be different, why they will be different, and what different features we might find.)

·         Is the Earth growing or shrinking in size?  Explain and support with examples.

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Develop a model based on scientific evidence that explains the different layers of the Earth and describes the cycling of matter by mantle convection.  (ESS2-3)

b)      Analyze scientific evidence and develop a model that explains the process of plate tectonics, the various continental and ocean-floor features that form at the three plate boundaries, and the ages of crustal rock. (ESS2-1) (ESS2-3) (ESS1-5) (3 a. – b.)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o  crust

o   mantle

o   lithosphere, asthenosphere

o   outer core, inner core

o   radioactivity (radioactive decay)

o   seismic waves

o   tectonic plate, plate tectonics

o   mantle convection (convective flow/current)

o   slab-pull

o   ridge-push

o   divergent boundary

§  sea-floor spreading

§  rift-valley

§  mid-ocean ridge/volcano

o   convergent boundary

§  trench

§  mountain/volcano

o   transform boundary

§  fault

o   continental drift

o   Pangaea

o   Moho

o   the role of radioactive decay in producing heat energy in the core

o   how to read a topographic map

o   identify the location of divergent, convergent and transform boundaries on a map

o   how the Himalayas and other mountains formed

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

III. California Geology (9a, 9b, 9c) (ESS3-1,2,3)

CALIFORNIA RESOURCES and HAZARDS

The geology of California underlies the state’s wealth of natural resources as well as its natural hazards.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·          Explain how one or more of the resources and hazards discussed in class is geologically unique to California compared to other locations in the world.

·         Create a new natural resource management plan that you feel provides the lowest cost and highest benefit to the state of California.

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Evaluate the geologic basis of natural resources and hazards in California, competing designs for the use of these natural resources based on cost-benefit ratios, and how natural resources and hazards have influenced human activity over time.   (ESS3-1) (ESS3-2)

b)      Explain the relationships between natural resource management, the sustainability of human populations and biodiversity.  (ESS3-3) 

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o  electromagnetism

o   hydroelectricity

o   petroleum

o   natural gas

o   geothermal

o   wind

o   solar

o   water/CA aqueduct

o   minerals

o   earthquakes

§   epicenter, focus

§   P waves, S waves, L waves

§   seismograph

§   liquefaction

o   volcanoes

§   pyroclastic flow

§   cinder cone, shield cone, composite cone

o   floods

o   wildfires

o   landslides

o   tsunamis

o   water cycle (evaporation, condensation, precipitation, run-off, groundwater)

o   the major economic resources and natural hazards in CA (including the water cycle, freshwater availability and the CA aqueduct)

o   how each resource is used to produce electricity

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

IV. Atmosphere (8a-c) (ESS2-7 and ESS3-5)

ATMOSPHERIC STRUCTURE, EVOLUTION, AND HUMAN IMPACTS

Life has changed Earth’s atmosphere, and changes in the atmosphere affect conditions for life.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·          Develop a community plan (transportation, housing, businesses, shopping, etc.) that will keep our atmosphere healthy.

·          Evaluate the argument that global warming is NOT affected by human activity.  Support with evidence.

·          How would the atmosphere and Earth be different if cyanobacteria never existed?

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Explain how the Earth’s atmosphere, surface and organisms have coevolved together over time.  (ESS2-7) (8 b.)

b)      Analyze and evaluate global climate models and data to show human impacts on global warming and forecast how global warming may change our Earth’s systems in the future.  (ESS3-5 and 6) (4.c) (6.d)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o   atmosphere (troposphere, stratosphere, mesosphere, thermosphere)

o   ozone (O₃)

o   solar radiation

o   absorption

o   reflection

o   UV radiation (sunburn, mutation, cancer)

o   chlorofluorocarbons (CFCs)

o   outgassing

o   cyanobacteria (stromatolite)

o   photosynthesis

o   greenhouse effect

o   greenhouse gases (H₂O, CO₂, CH₄)

o   global temperature

o   deforestation

o   the location of  the ozone layer and its role in protecting life on Earth

o   the amount and fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis 

o   specific volcanic gases (H₂O, CO₂, N₂, CO, CH₄, NH₃)

o   what are CFCs and how do  they deplete ozone (O₃)

o   how greenhouse gases affect global temperature

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

V. Energy in Earth’s System (5 a. – d., 6 a. – d., ESS2-4, ESS3-5)

CLIMATE

Climate is the long-term average of a region’s weather and depends on many factors.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·          Predict how and why climates may be different in the future in a particular area on Earth.

·          Evaluate the argument that global warming is NOT affected by human activity.  Support with evidence.

·         How might human activity lead to an increase in severe storms/weather?  Where would they occur?

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Describe how energy flows into and out of Earth’s systems (geosphere, atmosphere, hydrosphere, biosphere) and how it affects and changes climate.  (ESS2-4) (6 a. – b)

b)      Differentiate the causes and effects of sudden climatic changes (over 1-10 years), intermediate climatic changes (over 10 – 100,000’s of years), and long-term climatic changes (over millions of years or longer) over time.  (ESS2-4) (ESS3-5) (6 d.)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o   weather

o   precipitation

o   evaporation

o   climate

o   latitude/longitude

o   elevation

o   topography

§  windward side

§  leeward side

o   atmospheric currents (global winds)

§  Coriolis effect

§  jet stream

o   ocean current

§  upwelling

§  horizontal currents (surface)

§  vertical or density currents (deep)

§  conveyor belt (North Atlantic conveyor belt)

o   vegetation

o   the location and physical descriptions of each climatic region

o   identify the different factors affecting climate (sun’s energy, orbital path of Earth, Earth’s rotation and  precession, latitude, elevation, topography, proximity to large bodies of water, air/ocean currents, vegetation, plate tectonics/volcanic activity, human activity)

o   the location and direction of global air and ocean currents (circulation patterns)

o    the affects of low and high pressure on wind patterns (local and global) and extreme weather (such as tornadoes and hurricanes)

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

VI. Biogeochemical Cycles (7a - c) (ESS2-6) (ESS2-2)

CARBON CYCLE and NITROGEN CYCLE

Each element on Earth moves among reservoirs, which exist in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·         Evaluate how changing one of the cycles may affect the other.  How are the cycles interdependent?

·         Differentiate how each area of both cycles are similar and different from one another.

·         How might a large asteroid impact on Earth affect both cycles?

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Develop a model that demonstrates how carbon and nitrogen cycle between the hydrosphere, atmosphere, geosphere, and biosphere. (ESS2-6)

b)      Analyze data and make a claim that any change in the carbon or nitrogen cycle can create feedbacks that cause changes to other areas in the cycle.  (ESS2-2)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o   carbon

o   carbon dioxide (CO₂)

o   photosynthesis

o   respiration

o   fossil fuels

o   combustion

o   deforestation

o   volcanism

o   diffusion

o   sedimentation

o nitrogen (N₂)

o   bacteria

o   biomass

o   decomposition

o   ammonium (NH₄)

o   nitrogen fixation

o   nitrites (NO₂)

o   nitrates (NO₃)

o   denitrification

o   the important role of organisms in biogeochemical cycles

o   the Law of Conservation of Mass/Energy and how it applies to biogeochemical cycles

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

VII. Earth’s Place in the Universe (1a -1f, ESS1-1, ESS1-4, ESS1-6)

SOLAR SYSTEM

Astronomy and planetary exploration reveal the solar system’s structure, scale, and change over time.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·         What is unique about Earth and its place in the solar system that allows life to exist?

·         How would Earth’s water cycle be different if its orbit was beyond Mars?

·         Calculate how long it would take to travel to Jupiter or beyond in a car, airplane, space shuttle, etc.  Should we?

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Compare and contrast the location, composition and formation of the Sun, terrestrial planets, and gaseous (Jovian) planets in our solar system over time by evaluating evidence from Earth rocks, meteorite impacts and other planetary and lunar surfaces.  (1.a –f., ESS1-1, ESS1-6) 

b)       Predict the motion of orbiting objects in the solar system using Newton’s gravitational laws of attraction and Kepler’s laws of planetary motion.  (HS – ESS1-4)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o   terrestrial/inner planets

o   gaseous/outer planets (Jovian planets)

o   orbit

o   astronomical unit

o   light year

o   parallax

o   nebula

o   nuclear fusion

o   asteroid

o   comet

o   meteoroid

o   meteor

o   meteorite

o   impact crater

o   the location and movement of the Sun, Earth,

and planets in our solar system in

relation to other stars

o   Newton’s laws of motion and universal

attraction and Kepler’s laws of planetary motion

o   the origin, formation and movement of Earth’s moon

o   the role of asteroids/meteoroids/comets in carrying water and organic materials across space

o   how atmospheric friction disintegrates incoming objects

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

VIII. Earth’s Place in the Universe (2a-2d, 2.g., ESS1- 1, 2 and 3)

STARS/GALAXIES

Earth-based and space-based astronomy reveal the structure, scale, and changes in stars, galaxies, and the universe over time.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught such as but not limited to:

·          If the sun was on a different spiral arm of the Milky Way, how might our life on Earth be different?

·          How would a day on Earth be affected if the sun was in a different phase of its life cycle?

·         If a supernova were to explode near Earth, what would be some possible affects on Earth’s organisms?  Why?

Low Advanced

Level 3.5

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Diagram and explain all the stages in the life cycle of a star and how stars produce all the elements and matter in our universe.  (ESS1-1 and 3), (2 c. and d.)

b)      Construct an explanation of the Big Bang Theory by analyzing current evidence (light spectra, galaxy motion, and matter composition in the universe) (ESS1-1 and 2), (2 g.)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific vocabulary, terminology and details such as:

o   protostar

o   main sequence star

o   red giant

o   supernova

o   dwarf star

o   neutron star

o   black hole

o   electromagnetic spectrum

o   galaxy (spiral, elliptical, irregular)

o   galaxy cluster

o   spiral arm

o   local group

o   Hubble’s law

o   stars’ color and size indicate where they are in their life cycle

o   the Sun is a main sequence star (4.6x10⁹ yrs old) powered by nuclear fusion that consumes 6x10⁸ tons H/sec

o   locating our solar system in the galaxy and describing the shape, size, and composition of the Milky Way

o    the location of our neighboring galaxies including Andromeda (M31) ≈ 2.5x10⁶ ly away

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

P.     Class Preparedness; Investigation and Experimentation (1a-n)

CRITICAL THINKING, PARTICIPATION, MATERIALS, DAILY REVIEW

Scientific progress is made by asking meaningful questions and conducting careful investigations.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.

Low Advanced

Level 3.5

Synthesis/Evaluation

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

a)      Predict, observe, and conclude results based on evidence

b)      Apply appropriate selection/usage of tools and materials in answering scientific inquiries

c)      Analyze possible errors or inconsistencies in data

d)     Recognize the usefulness and limitations of theories/models

e)      Analyze and evaluate science-based issues

f)       Demonstrate appropriate research techniques in order to answer daily review questions

g)      Effectively participate in class discussions and attend class regularly (with minimal tardies/absences)

h)      Compose relevant and complete notes on topics covered in class and in the textbook.

i)        Prepares for class by bringing required and appropriate materials.

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

Application/Analysis

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific terminology/details such as:

o   problem/purpose/hypothesis/data/observations/conclusion

o   theory

o   review

o   on-time

o   participation

o   attendance

o   notes/reflection/summary

o   vocabulary

o   how to write a lab report using Scientific Method

o   how to relate a societal issue to Physical Science

o   how attendance, participation, taking notes and having required materials will positively affect performance

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Knowledge/

Comprehension

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

I-VIII. Assessment for all Standards

CORNELL NOTES

Scientific progress is made by asking meaningful questions and conducting careful investigations.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.

Low Advanced

Level 3.5

Synthesis/Evaluation

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

     Organize and write effective Cornell Notes about each standard topic including required vocabulary, reflections, and well written summaries/evaluations.

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

Application/Analysis

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific terminology/details such as:

o   Cornell Note taking procedure (see below)

o   vocabulary (usually the Level 2 terminology/details)

o   notes section (including all notes and details from class during the time spent on the current topic)

o   reflection (including questions, pictures, explanations, etc.)

o   summary (summarize each page and ideally, an overall summary of everything is for level 3 credit)

o   evaluation (level 4)

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Knowledge/

Comprehension

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

P/I-VIII. Class Preparedness; Investigation and Experimentation (1a-n)

SCIENTIFIC METHOD LAB REPORTS

Scientific progress is made by asking meaningful questions and conducting careful investigations.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.

Low Advanced

Level 3.5

Synthesis/Evaluation

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

     Analyze a particular problem and synthesize a cohesive and thorough Lab Report using Scientific Method to solve the problem including all of the criteria listed in “Scientific Method for Lab Reports”. (see handout or web site for criteria)

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

Application/Analysis

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific terminology/details such as:

o   Stating the Problem and Purpose

o   Developing/writing a Hypothesis

o   Making and Listing objective Observations

o   Collecting and organizing Data (numerical measurements)

o   Writing a Conclusion answering the Hypothesis and supporting with Data/Observations

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Knowledge/

Comprehension

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.

I-VIII. Relating Topics in Standards to Real World Events and Societal Issues

NOT NECESSARILY CURRENT EVENT (NNCE)

Scientific progress is made by asking meaningful questions and conducting careful investigations.

ADVANCED

Level 4.0

(Evaluating/Creating)

In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.

Low Advanced

Level 3.5

Synthesis/Evaluation

In addition to Level 3.0 performance, in-depth inferences and applications with partial success.

PROFICIENT

Level 3.0

(Analyzing/Applying)

I will be able to…

     Summarize and Evaluate an event on a specific standard topic and synthesize a creative connection between the standard being covered, the terminology/details of the standard, and the event.

The student exhibits no major errors or omissions.

Low Proficient or

High Basic

Level 2.5

Application/Analysis

No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

BASIC

Level 2.0

(Understanding/

Remembering)

There are no major errors or omissions regarding the simpler details and processes as the student:

·         comprehends or explains specific terminology/details such as:

o   summarizing the event and how it is connected to the standard

o   defining all Level 2 terminology for the specific standard

o   reflecting on the level 2 terminology with pictures/drawings of each term/detail

o   (level 3 will be earned for summarizing the article/event and tying it together with the current topic; level 4 will be earned for evaluating it and adding your thoughts/suggestions/solutions)

*Think of this as an opportunity to preview the material and get the terminology down while seeing the relevance of the topic to events in real life

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Low Basic

Level 1.5

Knowledge/

Comprehension

Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

BELOW BASIC 

Level 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Far Below Basic

Level 0.5

With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.

LACKS UNDERSTANDING Level 0.0

Even with help, no understanding or skill demonstrated.